Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

11-04-2018 | Original Paper

Non-reciprocal Friendships in a School-Age Boy with Autism: The Ties that Build?

Auteurs: Jairo Rodríguez-Medina, Henar Rodríguez-Navarro, Víctor Arias, Benito Arias, M. Teresa Anguera

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 9/2018

Abstract

This mixed-methods study examined differences in social interaction patterns between a school-age boy with autism and his friends, non-reciprocal friends, and non-friends during recess time at a mainstream school (third grade of elementary school). Through a combination of observational methodology and social network analysis with an idiographic, follow-up and multidimensional design approach, we used lag sequential and polar coordinate analysis to ascertain the associations between various interactive behaviors as a function of type of friendship relation. After 40 sessions, we found that the non-reciprocal friendship relations of the boy with autism could have significantly greater potential than his reciprocal friendships to increase active engagement and reduce the time he spent alone during recess.

vorige artikel Cost-Effectiveness of Universal or High-Risk Screening Compared to Surveillance Monitoring in Autism Spectrum Disorder

volgende artikel Construction of Past and Future Events in Children and Adolescents with ASD: Role of Self-relatedness and Relevance to Decision-Making

Alleen toegankelijk voor geautoriseerde gebruikers

Adams, R. E., Bukowski, W. M., & Bagwell, C. (2005). Stability of aggression during early adolescence as moderated by reciprocated friendship status and friend’s aggression. International Journal of Behavioral Development, 29(2), 139–145. https://doi.org/10.1080/01650250444000397.

Almaatouq, A., Radaelli, L., Pentland, A., & Shmueli, E. (2016). Are you your friends’ friend? Poor perception of friendship ties limits the ability to promote behavioral change. PLoS ONE, 11(3), 1–13. https://doi.org/10.1371/journal.pone.0151588.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Association.CrossRef

Anderson, A., Locke, J., Kretzmann, M., Kasari, C., & Network, A. I. R. B. (2016). Social network analysis of children with autism spectrum disorder: Predictors of fragmentation and connectivity in elementary school classrooms. Autism: The International Journal of Research and Practice, 20(6), 700–709. https://doi.org/10.1177/1362361315603568.

Anguera, M. T. (1997). From prospective patterns in behavior to joint analysis with a retrospective perspective. Colloque sur invitation “Méthodologie d’analyse des interactions sociales”. Paris: Université de la Sorbonne.

Anguera, M. T. (2003). Observational methods (General). In R. Fernández-Ballesteros (Ed.), Encyclopedia of psychological assessment (Vol. 2, pp. 632–637). London: Sage.

Anguera, M. T., Blanco-Villaseñor, A., & Losada, J. L. (2001). Diseños observacionales: Cuestión clave en el proceso de la metodología observacional. Metodología de las Ciencias del Comportamiento, 3(2), 135–161.

Bakeman, R., & Gnisci, A. (2006). Sequential observation methods. In M. Eid & E. Diener (Eds.), Handbook of multimethod measurement in psychology (pp. 127–150). Washington, DC: American Psychological Association.CrossRef

Bakeman, R., & Quera, V. (2011). Sequential analysis and observational methods for the behavioural sciences. New York, NY: Cambridge University Press.CrossRef

Baron-Cohen, S. (2008). Autism and Asperger syndrome. Oxford: Oxford University Press.

Bauminger, N., & Agam, G. (2014). Young friendship in HFASD and typical development: Friend versus non-friend comparisons. Journal of Autism and Developmental Disorders, 44(7), 1733–1748. https://doi.org/10.1007/s10803-014-2052-7.

Bauminger, N., Golan, A., & Tubul, G. (2017). Speech acts during friends’ and non-friends’ spontaneous conversations in preschool dyads with high-functioning autism spectrum disorder versus typical development. Journal of Autism and Developmental Disorders, 47(5), 1380–1390. https://doi.org/10.1007/s10803-017-3064-x.

Bauminger, N., & Kasari, C. (2000). Loneliness and friendship in high-functioning children with autism. Child Development, 71(2), 447–456. https://doi.org/10.1111/1467-8624.00156.PubMed

Bauminger, N., & Shulman, C. (2003). The development and maintenance of friendship in high-functioning children with autism: Maternal perceptions. Autism, 7(1), 81–97. https://doi.org/10.1177/1362361303007001007.PubMed

Bauminger, N., Solomon, M., Aviezer, A., Heung, K., Brown, J., & Rogers, S. J. (2008). Friendship in high-functioning children with autism spectrum disorder: Mixed and non-mixed dyads. Journal of Autism and Developmental Disorders, 38(7), 1211–1229. https://doi.org/10.1007/s10803-007-0501-2.PubMed

Bauminger, N., Solomon, M., & Rogers, S. J. (2010). Predicting friendship quality in autism spectrum disorders and typical development. Journal of Autism and Developmental Disorders, 40(6), 751–761. https://doi.org/10.1007/s10803-009-0928-8.PubMed

Bernard, H. R., Killworth, P., Kronenfeld, D., & Sailer, L. (1984). The problem of informant accuracy: The validity of retrospective data. Annual Review of Anthropology, 13, 495–517. Retrieved from http://www.jstor.org/stable/2155679.

Berndt, T. J., & McCandless, M. A. (2009). Methods for investigating children’s relationships with friends. In K. H. Rubin, W. M. Bukowski & B. Laursen (Eds.), Handbook of peer interactions, relationships, and groups (pp. 63–81). New York: The Guilford Press.

Blumstein, D. T., Evans, C. S., & Daniel, J. C. (2007). Quantifying behavior the jWatcher way. Sunderland, MA: Sinauer Associates.

Borgatti, S. P., Everett, M. G., & Freeman, L. C. (2002). UCINET for Windows: Software for social network analysis. Harvard, MA: Analytic Technologies.

Bottema-Beutel, K., Malloy, C., Lloyd, B. P., Louick, R., Joffe-Nelson, L., Watson, L. R., & Yoder, P. J. (2017). Sequential associations between caregiver talk and child play in autism spectrum disorder and typical development. Child Development. https://doi.org/10.1111/cdev.12848.PubMed

Brands, R. A. (2013). Cognitive social structures in social network research: A review. Journal of Organizational Behavior, 34(2), 82–103. https://doi.org/10.1002/job.1890.

Bukowski, W. M., Motzoi, C., & Meyer, F. (2009). Friendship as process, function, and outcome. In K. H. Rubin, W. M. Bukowski & B. Laursen (Eds.), Handbook of peer interactions, relationships, and groups (pp. 217–231). New York, NY: The Guilford Press.

Cairns, R. B., & Cairns, B. D. (1994). Lifelines and risks: Pathways of youth in our time. New York: Harvester Wheatsheaf.

Calder, L., Hill, V., & Pellicano, E. (2013). ‘Sometimes I want to play by myself’: Understanding what friendship means to children with autism in mainstream primary schools. Autism, 17(3), 296–316. https://doi.org/10.1177/1362361312467866.PubMed

Camargo, S., Rispoli, M., Ganz, J., Hong, E., Davis, H., & Mason, R. (2014). A review of the quality of behaviorally-based intervention research to improve social interaction skills of children with ASD in inclusive settings. Journal of Autism and Developmental Disorders, 44(9), 2096–2116. https://doi.org/10.1007/s10803-014-2060-7.PubMed

Canal, R., & Rivière, A. (1993). La conducta comunicativa de los niños autistas en situaciones naturales de interacción [Communicative behaviour of autistic children in a natural interaction environment]. Estudios de Psicología, 14(50), 49–74. https://doi.org/10.1080/02109395.1993.10821194.

Cappella, E., Neal, J. W., & Sahu, N. (2012). Children’s agreement on classroom social networks: Cross-level predictors in urban elementary schools. Merrill-Palmer Quarterly, 58(3), 285–313. https://doi.org/10.1353/mpq.2012.0017.

Carley, K. M., & Krackhardt, D. (1996). Cognitive inconsistencies and non-symmetric friendship. Social Networks, 18(1), 1–27. https://doi.org/10.1016/0378-8733(95)00252-9.

Carrington, S., Templeton, E., & Papinczak, T. (2003). Adolescents with asperger syndrome and perceptions of friendship. Focus on Autism and Other Developmental Disabilities, 18(4), 211–218. https://doi.org/10.1177/10883576030180040201.

Casciaro, T., Carley, K. M., & Krackhardt, D. (1999). Positive affectivity and accuracy in social network perception. Motivation and Emotion, 23(4), 285–306. https://doi.org/10.1023/A:1021390826308.

Chamberlain, B., Kasari, C., & Rotheram-Fuller, E. (2007). Involvement or isolation? The social networks of children with autism in regular classrooms. Journal of Autism and Developmental Disorders, 37(2), 230–242. https://doi.org/10.1007/s10803-006-0164-4.PubMed

Cochran, W. G. (1954). Some methods for strengthening the common tests. Biometrics, 10(4), 417–451. Retrieved from https://www.jstor.org/stable/3001616.

Cohen, J. (1988). Statistical power analysis for the behavioral sciences. New Jersey: Lawrence Erlbaum.

Furman, W. (1996). The measurement of friendship perceptions: Conceptual and methodological issues. In W. M. Bukowski, A. F. Newcomb & W. W. Hartup (Eds.), The company they keep: Friendship in childhood and adolescence (pp. 41–65). New York, NY: Cambridge University Press.

Hartup, W. (1996). The company they keep: Friendships and their developmental significance. Child Development, 67(1), 1–13.PubMedCrossRef

Hauck, M., Fein, D., Waterhouse, L., & Feinstein, C. (1995). Social initiations by autistic children to adults and other children. Journal of Autism and Developmental Disorders, 25(6), 579–595. https://doi.org/10.1007/BF02178189.PubMed

Hayes, D. S., Gershman, E., & Bolin, L. J. (1980). Friends and enemies: Cognitive bases for preschool children’s unilateral and reciprocal relationships. Child Development, 51(4), 1276–1279. https://doi.org/10.2307/1129572.

Hernández-Mendo, A., López-López, J., Castellano, J., Morales-Sánchez, V., & Pastrana, J. L. (2012). Hoisan 1.2: Programa informático para uso en metodología observacional [Hoisan 1.2: Program for use in observacional methodology]. Cuadernos de Psicología del Deporte, 12(1), 55–78. https://doi.org/10.4321/S1578-84232012000100006.

Hilton, C. L., Crouch, M. C., & Israel, H. (2008). Out-of-school participation patterns in children with high-functioning autism spectrum disorders. American Journal of Occupational Therapy, 62(5), 554–563. https://doi.org/10.5014/ajot.62.5.554.PubMed

Holland, P. W., & Leinhardt, S. (1973). The structural implications of measurement error in sociometry. The Journal of Mathematical Sociology, 3(1), 85–111. https://doi.org/10.1080/0022250X.1973.9989825.

Kasari, C., Locke, J., Gulsrud, A., & Rotheram-Fuller, E. (2011). Social networks and friendships at school: Comparing children with and without ASD. Journal of Autism and Developmental Disorders, 41(5), 533–544. https://doi.org/10.1007/s10803-010-1076-x.PubMed

Kasari, C., Rotheram-Fuller, E., Locke, J., & Gulsrud, A. (2012). Making the connection: Randomized controlled trial of social skills at school for children with autism spectrum disorders. Journal of Child Psychology and Psychiatry, 53(4), 431–439. https://doi.org/10.1111/j.1469-7610.2011.02493.x.PubMed

Kilduff, M., & Krackhardt, D. (2008). Interpersonal networks in organizations. Cognition, personality, dynamics, and culture. New York, NY: Cambridge University Press.CrossRef

Krackhardt, D. (1987). Cognitive social structures. Social Networks, 9(2), 109–134. https://doi.org/10.1016/0378-8733(87)90009-8.

Krackhardt, D. (1988). Predicting with networks: Nonparametric multiple regression analysis of dyadic data. Social Networks, 10(4), 359–381. https://doi.org/10.1016/0378-8733(88)90004-4.

Kwon, K., & Lease, M. (2014). Perceived influence of close friends, well-liked peers, and popular peers reputational or personal influence? Journal of Social and Personal Relationships, 31(8), 1116–1133. https://doi.org/10.1177/0265407514522887.

Laghi, F., Baiocco, R., Di Norcia, A., Cannoni, E., Baumgartner, E., & Bombi, A. S. (2014). Emotion understanding, pictorial representations of friendship and reciprocity in school-aged children. Cognition & Emotion, 28(7), 1338–1346. https://doi.org/10.1080/02699931.2014.881779.

Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159–174. https://doi.org/10.2307/2529310.PubMed

Locke, J., Ishijima, E. H., Kasari, C., & London, N. (2010). Loneliness, friendship quality and the social networks of adolescents with high-functioning autism in an inclusive school setting. Journal of Research in Special Educational Needs, 10(2), 74–81. https://doi.org/10.1111/j.1471-3802.2010.01148.x.

Locke, J., Kasari, C., Rotheram-Fuller, E., Kretzmann, M., & Jacobs, J. (2013). Social network changes over the school year among elementary school-aged children with and without an autism spectrum disorder. School Mental Health, 5(1), 38–47. https://doi.org/10.1007/s12310-012-9092-y.

Locke, J., Shih, W., Kretzmann, M., & Kasari, C. (2015). Examining playground engagement between elementary school children with and without autism spectrum disorder. Autism: The International Journal of Research and Practice, 20(6), 653–662. https://doi.org/10.1177/1362361315599468.

Locke, J., Williams, J., Shih, W., & Kasari, C. (2017). Characteristics of socially successful elementary school-aged children with autism. Journal of Child Psychology and Psychiatry, 58(1), 94–102. https://doi.org/10.1111/jcpp.12636.PubMed

McConnell, S. R. (2002). Interventions to facilitate social interaction for young children with autism: Review of available research and recommendations for educational intervention and future research. Journal of Autism and Developmental Disorders, 32(5), 351–372. https://doi.org/10.1023/A:1020537805154.PubMed

McMahon, C. M., Vismara, L. A., & Solomon, M. (2013). Measuring changes in social behavior during a social skills intervention for higher-functioning children and adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 43(8), 1843–1856. https://doi.org/10.1007/s10803-012-1733-3.PubMedPubMedCentral

Mendelson, J. L., Gates, J. A., & Lerner, M. D. (2016). Friendship in school-age boys with autism spectrum disorders: A meta-analytic summary and developmental, process-based model. Psychological Bulletin, 142(6), 601–622. https://doi.org/10.1037/bul0000041.PubMed

Neal, J. W. (2008). “Kracking” the missing data problem: Applying Krackhardt’s cognitive social structures to school-based social networks. Sociology of Education, 81(2), 140–162. https://doi.org/10.1177/003804070808100202.

Neal, J. W., & Kornbluh, M. (2016). Using cognitive social structures to understand peer relations in childhood and adolescence. In Z. P. Neal (Ed.), Handbook of applied system science (pp. 147–163). New York, NY: Routledge.

Neal, J. W., Neal, Z. P., & Cappella, E. (2016). Seeing and being seen: Predictors of accurate perceptions about classmates’ relationships. Social Networks, 44, 1–8. https://doi.org/10.1016/j.socnet.2015.07.002.PubMedPubMedCentral

Olsen, J. P., Parra, G. R., Cohen, R., Schoffstall, C. L., & Egli, C. J. (2012). Beyond relationship reciprocity: A consideration of varied forms of children’s relationships. Personal Relationships, 19(1), 72–88. https://doi.org/10.1111/j.1475-6811.2010.01339.x.

Petrina, N., Carter, M., & Stephenson, J. (2014). The nature of friendship in children with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 8(2), 111–126. https://doi.org/10.1016/j.rasd.2013.10.016.

Petrina, N., Carter, M., Stephenson, J., & Sweller, N. (2017). Friendship satisfaction in children with autism spectrum disorder and nominated friends. Journal of Autism and Developmental Disorders, 47(2), 384–392. https://doi.org/10.1007/s10803-016-2970-7.PubMed

Reichow, B., Steiner, A. M., & Volkmar, F. (2012). Social skills groups for people aged 6 to 21 with autism spectrum disorders (ASD). Cochrane Database of Systematic Reviews. https://doi.org/10.1002/14651858.CD008511.pub2.

Rotheram-Fuller, E., Kasari, C., Chamberlain, B., & Locke, J. (2010). Social involvement of children with autism spectrum disorders in elementary school classrooms. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 51(11), 1227–1234. https://doi.org/10.1111/j.1469-7610.2010.02289.x.PubMedPubMedCentral

Rowley, E., Chandler, S., Baird, G., Simonoff, E., Pickles, A., Loucas, T., & Charman, T. (2012). The experience of friendship, victimization and bullying in children with an autism spectrum disorder: Associations with child characteristics and school placement. Research in Autism Spectrum Disorders, 6(3), 1126–1134. https://doi.org/10.1016/j.rasd.2012.03.004.

Sackett, G. P. (1980). Lag sequential analysis as a data reduction technique in social interaction research. In D. B. Sawin, R. C. Hawkins, L. O. Walker & J. H. Penticuff (Eds.), Exceptional infant. Psychosocial risks in infant-environment transactions (pp. 300–340). New York, NY: Brunner/Mazel.

Santoyo, C., Jonsson, G. K., Anguera, M. T., & López-López, J. A. (2017). Observational analysis of the organization of on-task behavior in the classroom using complementary data analyses. Annals of Psychology, 33(3), 497–514. https://doi.org/10.6018/analesps.33.3.27106.

Scott, F. J., Baron-Cohen, S., Bolton, P., & Brayne, C. (2002). The CAST (Childhood Asperger Syndrome Test): Preliminary development of a UK screen for mainstream primary-school-age children. Autism 6(1), 9–31. https://doi.org/10.1177/1362361302006001003.PubMed

Solish, A., Perry, A., & Minnes, P. (2010). Participation of children with and without disabilities in social, recreational and leisure activities. Journal of Applied Research in Intellectual Disabilities, 23(3), 226–236. https://doi.org/10.1111/j.1468-3148.2009.00525.x.

Solomon, M., Bauminger, N., & Rogers, S. J. (2011). Abstract reasoning and friendship in high functioning preadolescents with autism spectrum disorders. Journal of Autism and Developmental Disorders, 41(1), 32–43. https://doi.org/10.1007/s10803-010-1017-8.PubMed

Vernon, T. W. (2014). Fostering a social child with autism: A moment-by-moment sequential analysis of an early social engagement intervention. Journal of Autism and Developmental Disorders, 44(12), 3072–3082. https://doi.org/10.1007/s10803-014-2173-z.PubMed

Vitaro, F., Boivin, M., & Bukowski, W. M. (2009). The role of friendship in child and adolescent psychosocial development. In K. H. Rubin, W. M. Bukowski & B. Laursen (Eds.), Handbook of peer interactions, relationships, and groups (pp. 568–585). New York, NY: The Guilford Press.

Volkmar, F. R. (2011). Understanding the social brain in autism. Developmental Psychobiology, 53(5), 428–434. https://doi.org/10.1002/dev.20556.PubMed

Warreyn, P., Roeyers, H., Van Wetswinkel, U., & De Groote, I. (2007). Temporal coordination of joint attention behavior in preschoolers with autism spectrum disorder. Journal of Autism and Developmental Disorders, 37(3), 501–512.PubMedCrossRef

Wasserman, S., & Faust, K. (1994). Social network analysis: Methods and applications. Cambridge: Cambridge University Press.CrossRef

Yoder, P. J., & Tapp, J. (2004). Empirical guidance for time-window sequential analysis of single cases. Journal of Behavioral Education, 13(4), 227–246. https://doi.org/10.1023/B:JOBE.0000044733.03220.a9.

Titel: Non-reciprocal Friendships in a School-Age Boy with Autism: The Ties that Build?
Auteurs: Jairo Rodríguez-Medina
Henar Rodríguez-Navarro
Víctor Arias
Benito Arias
M. Teresa Anguera
Publicatiedatum: 11-04-2018
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 9/2018
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-018-3575-0

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 9/2018

Correction to: Adults with Autism Tend to Underestimate the Hidden Environmental Structure: Evidence from a Visual Associative Learning Task

Brief Report: Attentional Cueing to Images of Social Interactions is Automatic for Neurotypical Individuals But Not Those with ASC

Efficacy of the ASAP Intervention for Preschoolers with ASD: A Cluster Randomized Controlled Trial

Largely Typical Electrophysiological Affective Responses to Special Interest Stimuli in Adolescents with Autism Spectrum Disorder

The Feeling of Me Feeling for You: Interoception, Alexithymia and Empathy in Autism

Cognitive Bias Modification Reduces Social Anxiety Symptoms in Socially Anxious Adolescents with Mild Intellectual Disabilities: A Randomized Controlled Trial